Childminder in Central Bedfordshire

Inspection date

Previous inspection date 15/01/2014 24/04/2009

p.1

early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder has a sound understanding of how children learn and develop which helps her provide a good range of activities to enable children to make steady progress.  There is a good relationship between the childminder and parents. This helps to provide a consistent approach to meet all of the children's needs.  Children are able to feel safe and secure in the the childminder's care. She has a good understanding and clear working practice to keep them safe from harm.  The childminder reviews her practice through regular self-evaluation. This helps her develop her practice to ensure the children in her care continue to progress across all the areas of learning.

p.1

It is not yet good because

 Children do not make the best possible progress as the childminder does not consistently use the information gained through observations to plan challenging activities to help all children extend their learning.

p.1

Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed the childminder interact with the children.  The inspector viewed the areas of the premises and garden used for childminding.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including self evaluation and the safeguarding procedures.

p.2

Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.  The inspector spoke to the childminder and children throughout the inspection.

p.2

Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged 15 and 19 years in a house in Toddington, Bedfordshire. The whole of the ground floor and the rear garden are used for childminding.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

p.3

must:

 ensure that information gained through day-to-day observations about children's progress is reflected in planning and used to shape learning experiences for all children.

p.3

who attend

The childminder has a good knowledge and understanding of how children learn and develop. This helps her to provide a range of activities and play materials that allow children to make steady progress. The childminder confidently uses open-ended questions to help children problem solve and move to the next stage in their learning. For example, when reading stories, the childminder asks the children about size and shape of objects. The childminder plans weekly activities to cover the areas of learning in a variety of ways, including trips out to the park, shops and library. Younger toddlers enjoy walking with wheeled pull-along toys and the childminder ensures that there is a large, clear floor space for them to do so safely. Children are encouraged to turn take and share during matching games so that they develop positive social skills. The childminder observes children at play, however she does not always link her analysis of all the children's developmental

p.3

who attend

stage to help shape future activities. Consequently children are not always challenged in their learning.

p.3

who attend

By praising and encouraging the children, the childminder provides a secure environment that fosters confidence. This enables children to acquire new skills and knowledge to help prepare them for the transition to school or nursery. The childminder takes children to the local messy play sessions so that the children have the opportunity to learn to share resources and adult attention and take turns with their peers. This helps them to experience situations that they will later encounter at nursery or school. The childminder has established a very good relationship with both the local pre-school and primary school, and children often accompany her to collect or drop off other children in her care. Consequently, they are familiar with the new setting prior to admission. The childminder works with parents to ensure children are well prepared and supported when settling into a new setting.

p.3

who attend

The childminder has established good communication links and relationships with parents. A daily diary is used to pass information between the childminder and home. Parents can share important events from home and the childminder can also highlight the children's progress and achievements. Time is taken to discuss strategies with parents to help children progress at home and to ensure that a consistent approach to care routines, such as potty training are used. This helps children feel secure and enables them to make steady progress. When children first start in her care, the childminder finds out from the parents what the children can already do, what they are interested in and what help and support they might need. By doing this, the childminder can record starting points in the children's learning and development so that she can plan suitable and appropriate activities and play opportunities.

p.4

The contribution of the early years provision to the well-being of children

The childminder is very attentive to the children's emotional and physical needs, which helps them feel safe and secure in her care. Although children only attend the provision on a part time basis, they respond well to the childminder, confidently playing and sharing stories and activities with her. The childminder is receptive to the children's needs and ensures that very young children have a safe, quiet cot in which to rest. The childminder works closely with parents to ensure that daily routines, such as naps and weaning remain consistent at home and in her care. Written feedback from parents shows that they feel their children really enjoy their time with the childminder and that they are well cared for. Through their solid emotional foundation, children quickly become active and social learners which help them become ready for the step to nursery or school.

p.4

The contribution of the early years provision to the well-being of children

Children are encouraged to share a healthy snack. The childminder supports children to become competent in self care routines. For example, independence is promoted as children are praised for washing their hands after using the toilet and before eating. The childminder encourages a healthy lifestyle and regularly walks to the local school with the children. They are also encouraged to run and climb in the garden and park. The childminder sensitively talks to children about keeping themselves safe whilst outside or in the home. For example, they talk about people children can share concerns with, and regularly practise how to safely leave the house in the event of a fire. The childminder is a positive role model for children and the children are praised for positive behaviour. Children are familiar with boundaries set by the childminder and her consistent care results in their good behaviour.

p.4

provision

The childminder is a positive role model who guides the children to promote their awareness of how to stay safe. She has well thought out procedures to keep children from harm and is clear who to report any concerns to in order to promote safeguarding. While walking to school or the park, children develop an awareness for road safety. Regular risk assessments of hazards within the house, garden and regular outings are made to help prevent harm or injury.

p.5

provision

The childminder uses self-evaluation to identify areas of delivery that can be enhanced. Since her last inspection the childminder has attended a variety of workshops and sessions to widen her knowledge and understanding to help focus support for children's learning and development. Children's records are maintained by the childminder so that she is able to monitor their progress. Observations cover all areas of children's learning and show developmental stages. There is currently limited documentation to identify the next steps in the children's learning which may result in some children not always making optimum progress in all areas.

p.5

provision

By maintaining clear communication channels, the childminder establishes strong relationships with parents and outside agencies, including other settings. Daily diaries are used with parents to ensure that important information is received and acknowledged in a timely manner. Upon gaining parental consent, information regarding the children's progress is shared with other settings so that everyone involved in the children's welfare is aware of learning and developmental issues. Consequently any gaps in progress can be identified and addressed quickly reducing the possibility of significant delay.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.5

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

p.6

Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

p.7

Setting details

Unique reference number 219777 Local authority Central Bedfordshire Inspection number 870633 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.7

Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.7

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.7

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.8

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

p.8

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9